Programme Specification: BSc (Hons) Construction Management & Economics

Transcription

1 Programme Specification: BSc (Hons) Construction Management & Economics Date of Publication to Students: September 2011 NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes advantage of the learning opportunities that are provided. More detail on the specific learning outcomes, indicative content and the teaching, learning and assessment methods of each module can be found (1) at (2) in the Module Specifications and (3) in the Student Handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked within independent review processes undertaken by the Quality Assurance Agency. Awarding Institution / Body: Teaching Institution: Interim Awards and Final Award: Programme Title: Main fields of Study: Modes of Study: Language of Study: UCAS Code: JACS Code: Admissions: Birmingham City University Birmingham City University Certificate in Higher Education, Diploma in Higher Education BSc BSc (Hons) BSc (Hons) Construction Management & Economics Construction Technology, Environment, Contract and Measurement. Full Time / Part Time English LK12 K points Professional Status of the programme: The programme is accredited by The Chartered Institute of Building (2006) Allowing students to progress through their studies as student members with Associate membership being awarded on successful completion of the course. Full chartered status can be obtained by further submission of a Full Membership Report and successful interview. 1

2 Relevant subject benchmark statements and other external reference points used to inform programme outcomes: The subject benchmark statement is referenced from the QAA bench marking group for building and surveying that was published in 2002, requests for comment were sent by QAA to the principal professional bodies and the Centre for Education in the Built Environment (CEBE), the Higher Education Academy Subject Centre. Programme philosophy and aims The CME Course delivers students who will become senior managers within the construction industry. These managers command the complex operation of construction at a technical and organisation level within a multi disciplinary environment driven by the speed and scale of change. The course focuses on the industry s role as a key provider of future economic and social development thus investigates the product and processes of construction and the way they are provided within an economic, contractual and regulated world. This requires the development of human and technical skills in order to produce the ability to get projects delivered with tight time and budget constraints as well as an appreciation of the social and economic context of the industry as a whole Uniquely, the course focuses on the management of complexity within a regulatory framework. This develops a wider set of management skills where there is a balance between management planning and dealing with emerging events which is useful in many other industries. Programme aims A curriculum which provides a broad range of subjects to facilitate the development of abilities, pursuit of interests and promotion of wide career choice, and which gives the learner a stake in his/her study programme. A curriculum which synthesises the study of construction management in a broad based holistic manner, together with personal qualities of observation, analysis, judgement and communication. The development of an ability to apply theory in practice, including skills in business and finance, leading to the development of the necessary qualities to pursue careers in the industry. An ability to respond to the practical challenges presented by rapidly evolving technological, social and economic demands, as they apply to both the proposed and existing developments. An appreciation of the needs of clients, owners and users of building and civil engineering works, an ability to communicate with them effectively and successfully meet their needs and deliver the appropriate services and solutions. An appreciation of the role of other related disciplines within the built environment and how they integrate with the role of the construction manager. Teaching and learning techniques which place emphasis on active and participative education. An opportunity to acquire some of the skills necessary for lifelong learning. 2

3 A qualification accredited by the relevant professional bodies. A varied and flexible programme of study. Intended learning outcomes and the means by which they are achieved and demonstrated: Learning Outcomes 1. Knowledge and Understanding KU1. Construction technology relating to a wide range of building and civil engineering projects with appropriate regard to health and safety and environmental responsibility. KU2. Time, cost and quality implications associated with varying forms of construction and project procurement. KU3. Document preparation and appraisal, managing interpersonal relationships, applied problem solving including quantitative and qualitative analysis, business acumen and project management. KU4. The English legal system, the broad range of legislative, common and contract law and the influences of European law. KU5. The influences of the general economy on development and the specific financial and economic aspects of construction. KU6. Business management systems and techniques appropriate to the construction and property profession, team based working and group dynamics. KU7. Information technology including use of word processing, spreadsheet, databases, CAD and industry specific software. 2. Intellectual Skills IS1. Analyse, critically evaluate and produce a sophisticated synthesis of economic, technical and legal principles and concepts. IS2. Use proficiently information and materials from a variety of sources. IS3. Transfer learning study skills to new fields of the programme discipline. IS4. Apply economic, technical, legal and other knowledge, theories and concepts to a diverse range of practical issues and problems. IS5. Make critical judgements about the merits of differing approaches to problem solving. IS6. Expose the strengths and weaknesses of economic, technical and legal solutions, make and present a reasoned choice between them and offer alternatives. 3. Practical Skills PS1. Act independently in constructing own learning models, plan and undertake tasks including working to deadlines, and accept accountability for own learning decisions. PS2. Reflect on and appraise learning needs and adopt appropriate learning strategies. PS3. Identify accurately and proficiently the issues which require research. PS4. Apply effectively appropriate methodologies to a major active learning project, using primary and secondary, paper and electronic sources. PS5. Collect relevant information, assimilate knowledge, marshal a coherent and rational 3

4 PS6. PS7. argument, and relate theory and practice. Undertake, with guidance, speculation and exploration, seeking and making use of feedback. Draw independent conclusions based on a rigorous, analytical and critical assessment of argument, opinion and data. TS1. TS2. TS3. TS4. TS5. TS6. TS7. TS8. 4. Transferable/Key Skill Understand and use with expertise and precision, orally and in writing, the English language in relation to issues within construction and property. Make effective oral and written presentations which are coherent and comprehensible to others. Work with, and relate effectively to, others. Manage time and prioritise workloads. Access and make appropriate use of relevant numerical and statistical information. Make effective use of relevant information technology, including a word- processing package, a spreadsheet package, a database package, a presentation software package, CAD, the World Wide Web, , and electronic information retrieval systems. Understand career opportunities and begin to plan a career path. Show confidence and self-awareness, reflect on own learning, be self-reliant and constructively self-critical. Learning teaching, and assessment methods used 1. Knowledge and Understanding Knowledge and understanding are acquired through formal lectures, student-led seminars, tutor-led seminars and other directed independent learning activities at all stages. Knowledge is assessed, formatively and summatively, by a number of methods including seminars, coursework, examinations (seen and unseen, open and closed book) and project work. Assessment criteria are published widely. Minimum standards of referencing and presentation are specified. 2. Intellectual Skills A range of real and theoretical case studies and problem-based learning scenarios are used across many subject areas. Assessment includes individual and group presentations (oral and written), seminars, coursework and examinations (seen and unseen, open and closed book). 3. Practical Skills The acquisition of research skills is central to the learning strategy of the programme. Initiative and independence are fostered throughout, and develop incrementally as the course progresses. Emphasis is placed on guided, self-directed and student-centred 4

5 learning, with increasing independence of approach, thought and process. Learners are encouraged to plan their own work schedules and are required to meet strict deadlines. Learners undertake a comprehensive study project (four options). 4. Transferable/Key Skills Transferable/core competencies are core to the learning strategy of the programme. They are pervasive, and are incorporated into modules and assessments as appropriate, e.g. team-working skills are fostered via seminars and other group-work. The use of information technology is implicit and supported throughout the course, and is compulsory for some aspects of assessment. Assessment methods include group-work, presentations, coursework, comprehensive study project and examinations (seen and unseen, open and closed-book) Students are involved in the development of their own skills and in the assessment of others through critical evaluation of programmes, projects and presentations. Skills in time management/working to deadlines are developed through project work/ coursework submission requirements. Programme structure and requirements, levels, modules, credits and awards The BSc (Hons) programme is normally studied over a minimum of three years full time, five years part time and students may, if they wish, move between both full and part-time modes of attendance. The course is divided into study units called modules, and these are either double (30 credits) or single (15 credits). Students complete 120 credits at each of Level 4, Level 5 and Level 6. Each 15 credit module represents150 hours of student learning and assessment. Students follow a scheme of compulsory study with a choice of Comprehensive Study Project (options, and choice of topic). The structure of the course, the modules, levels and credit ratings, and the awards which can be gained are shown below. 5

6 Programme structure & requirements, levels, modules, credits & awards The structure of the course, the modules, levels & credit values, & the awards which can be gained are shown in the diagram below BSc (Hons) Construction Management & Economics LEVEL 4 Cert HE (PT 1 = 4 / PT 2 = 4) Development Studies & Professional Skills Built & Natural Environments Legal & Regulatory Studies Residential Technology & Services 1 Residential Technology & Services 2 Domestic Measurement 1 Domestic Measurement 2 PT1 PT1 PT2 QS,CQS,CME BS, AT, P&C PT1 QS,CQS,CME, BS, AT, P&C PT2 QS, CQS,CME PT1 QS, CQS,CME PT 2 LEVEL 5 Dip HE (PT 3 = 5 / PT 4 = 5) Development Studies 2 Professional Skills 2 Commercial Technology & Services Contract Procedures Project Estimating Project Planning & Site Management PT 3 PT4 QS,CQS,CME,AT, BS, P&C PT3 QS,CQS,CME PT 4 QS CQS,CME PT 3 CME PT4 BSc (300 credits)/bsc (Hons) (360 credits) (PT 5 = 6) Comprehensive Study Project PT5 Inter Professional Project PT4 Sustainability PT4 Construction Technology for Complex Buildings & Civil Engineering QS,CQS,CME, P&C PT 5 Project Management QS,CQS,CME, P&C PT5 Commercial Pathology & Adaptation BS, EMP, CME PT5 Construction Economics QS,CME PT 5 6

7 Support for Learning including Personal Development Planning (PDP) Students are encouraged to identify and, with guidance, to reflect on their own learning needs and are offered the following support as appropriate to those needs: An initial induction programme dealing with orientation and the dissemination of essential information including a programme of study skills, library use, essay-writing, problem-solving and information technology. Extra sessions on revision and examination techniques for those needing additional support. A University Student Course Handbook, containing information relating to the University, the School of Property, Construction and Planning, the course and the modules. A Module Document containing details of content, programme and assessment for each module studied. Options guidance session on the choice of Comprehensive Study Project. Access to administrative staff and to academic staff, including the Year Tutors, Course Director, Undergraduate Programme Director and Head of School, at reasonable times. A Year Tutor to advise on pastoral and academic issues, and to offer support and; Access to University resources, including the Learning Resources Centres, and a range of supported IT equipment. Access to the services of the Liaison Librarian team. A programme of careers advice. Assistance and support for learning skills from specialist University staff. Access to the University s Student Services, including those offered by the careers service, financial advisers, medical centre, disability service, crèche, counselling service and chaplaincy. Criteria for admission Candidates must satisfy the general admission requirements of the programme. The current admission requirements can be found under the Entry Requirements tab of the web page for this course. Methods for evaluation and enhancement of quality and standards including listening and responding to views of students Committees: Board of Studies. 7

8 Examination Board. Faculty Academic Standards and Quality Enhancement Committee. Learning and Teaching Committee. Student Experience Committee. Faculty Board. Senate. Mechanisms for review and evaluation: Individual module evaluation by students, staff and, where appropriate, other stakeholders. Annual review of modules by module leaders and teaching staff. Annual course evaluation reports and action plans. Annual monitoring process. Peer observation of teaching. Individual performance reviews for staff. External examiners comments and formal reports. Student representatives feedback to Boards of Studies. Consideration of the minutes of Boards of Studies by Student Experience Committee. National Student Survey. University Student Experience Survey. Annual Course Development staff away-day event. Annual review by RICS Partnership Board for professional accreditation purposes. Quinquennial University revalidation process. 8